Tài liệu sách dạy học tiếng anh dành cho giáo viên và bố mẹ. Trẻ sẽ được học tiếng anh qua các bài hát với phương pháp hiệu quả nhất. Giáo viên và bố mẹ sẽ tìm thấy nhiều phương pháp cho trẻ tiếp cận tiếng anh một cách nhanh nhất.
Trang 1Sab Will with Susannah Reed 2 CAMBRIDGE
UNIVERSITY PRESS
Trang 2Contents 7 @ Map of the book 4 Introduction 10 Resource bank 13 Level 1 (ages 6-8)
Ten in the bed 18 1.7 Bingo 36
The wheels on the bus 21 1.8 Old Macdonald had a farm 39
Hickory dickory dock 24 1.9 Ifyou're hoppy and you know it 42
Dingle dangle scarecrow 27 1.40 There wos an old lady 45
The music man 30 1.11 Here we go round the mulberry bush 48
We wish you a Merry Christmas 32 — 1.12 There was o princess long ago 51
6 Level 2 {ages 7-10)
2.1 The Hokey Cokey 54 2.7 She'll be coming round the mountain 72
2.2 Kookaburra 57 2.8 The animals went in two by two 75
2.3 > This old man 60 2.9 Jingle bells 78
2.4 We've got the whole world in our hands 63 2.10 Michael Finnegan 81
2.5 Do your ears hang low? 6ó — 2.11 Row, row, row your boat BA
2.6 | founda peanut 69 2.92 Oranges and lemons 87
8 Level 3 {ages 10-12)
3.1 In the Quartermaster’s store 90 3.7 As |was going to St Ives 108 3.2 The house that Jack built 93 3.8 The twelve days of Christmas 111 3.3 On top of spaghetti 96 3.9 When | first came to this land 114 3.4 Land of the silver birch 99 3.TØ There's a hole in my bucket 117
3.5 london Bridge is falling down 102 3.91 The Owl and the Pussycat 120
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What is Primary Music Box?
Primary Music Box is a multi-level, photocopiable resource
book based around a collection of 36 traditional songs and rhymes lt has been designed to provide teachers with ready-to-use materials, thus minimising preparation time tis
intended for use with primary level English classes of 6 to 12 years old
What does Primary Music Box aim to do?
Throughout history, and indeed long before the written word, songs have been used to amuse children, pass on moral and cultural messages, and simply to create a feeling of warmth
and belonging between community members
From a language teacher's perspective, singing together allows pupils to practise and perfect rhythms and intonation,
and memorise language almost effortlessly, in a fun, stress-
free and non-competitive atmosphere
Traditional songs have an added benefit of introducing some aspects of native culture in an enjoyable and natural way So, the aims of Primary Music Box are threefold Firstly, to provide a set of highly enjoyable activities for pupils and
teacher alike; secondly, to practise grammar ond vocabulary,
which will be genuinely useful for all pupils across the primary
age range and, finally, to offer an opportunity for pupils to explore the culture or topic behind these songs and rhymes
What does Primary Music Box contain?
° Components
— Primary Music Box Resource Book with full teacher's notes
and lesson plans, photocopiable worksheets and song lyrics
~ Primary Music Box CD containing recordings of all 36 songs
levels
Primary Music Box is organised into three levels with 12 songs at each level Although, as the songs are traditional, some of the vocabulary and structures fall outside the
recommended word ond structure lists for Cambridge Young
Learners Starters, Movers and Flyers tests, the songs have
been chosen, (and in some cases, slightly adopted}, and the lessons adapted to suit the language level and conceptual abilities of pupils in the following groups
Level 1: suitable for pupils aged 6 to 8 who are starting their
English studies as beginners The first half of Level | has been
designed not to include any reading activities 10 Introduction Level 2: suitable for pupils aged 7 to 10 who are at an elementary level Level 3: suitable for pupils aged 10 to 12 who are at pre-intermediate level
These levels are intended as a guide only You should use
your own judgement as to whether a particular song will
work well with your class Pupils do not need to understand every single word in order to fully enjoy and benefit from the activities based around a song, although the lesson plans, illustrations and worksheets have been designed to give as full
support to the comprehension of the songs as possible
° Ready-to-use materials
Each level of Primary Music Box contains 12 easy-to-use
lesson plans Each lesson plan is based around one song and
is accompanied by two photocopiable worksheets — Worksheet 1 exploits the language of the song itself Fun activities and games are designed to help pupils with staged
comprehension of the song and te teach or check vocabulary
~ Worksheet 2 offers an extension to the topic of the song, usually through a project or creative activily These worksheets offen offer an opportunity for cross-curricular teaching
© Resource bank
Ideas are given in the teacher's notes for two Follow-up activities at the end of each lesson A fuller description of how to set up these and other activities referred to in the lesson
plans is incloded in the Resource bank (p.13)
The Resource bank also provides generic ideas for using
songs in the classroom * Song lyrics
A complete set of song lyrics is provided [p 126) These are mainly intended for the teacher, although they can be photocopied and given out to the pupils, where appropriate If the song words are given out, we recommend that you do
so after pupils have had a chance fo complete worksheet 1,
which has been designed to introduce the song meaning and part or all of the text in a more graded way
If appropriate, the song lyrics can be used to create further activities — for example, cutting up the song for pupils to put in the correct order, or creating additional gapfills by whiting
out some of the text Pupils could also be encouraged to
decorate their lyric sheets and take them home to teach the
Trang 10Introduction How can | use Primary Music Box in the classroom? ¢ Choosing a song
The traditional songs in Primary Music Box were not
specifically written or designed to teach or practise English
Rather, they are songs that native speaker children of the
same age will be singing with their parents and friends on
school trips or camping holidays or at a party
Nevertheless, many of the songs naturally lend themselves to the practice of a specific grammar point or lexical set A
breakdown of the language and themes covered in each song
is provided at the top of each page of teacher's notes under
Language Focus and in the Map of the Book (p 3)
tis not necessary to follow the songs in Primary Music Box in the order that they appear in the book Use your judgement to choose the songs that fit in best with language or other topics that you are teaching in your curriculum
° Following the teacher’s notes
The teacher's notes for each song include a summary of
language, target age group, timings for each stage and
materials needed, together with a clearly staged lesson plan,
and suggestions for Follow-up activities
The notes list how many copies of each worksheet you need for your class, together with any additional materials or preparation that is needed This additional preparation has been kept to a minimum You will also need a copy of the song recording for each lesson
Each lesson is divided into three steps, each of which can be completed in roughly 20 to 30 minutes Depending on the time available, you can choose to do all three steps together in a single lesson, or split them over three separate lessons Step } introduces the theme of the song and the key
language In this step, pupils will listen to the song for the first
time whilst completing a simple task, such as doing actions
or identifying words and the order of the song but will not be
asked to sing
Step 2 is where the song is sung and practised in full and
further comprehension and extension work takes place In Step 3, the theme, grammar and/or yocabulary of the song is reinforced and extended through a project or creative activity
The suggested timing for each step is included in the teacher's
notes This is intended only as a guide Pupils’ capacity to do
any particular lesson or activity will depend on their level of
English and on their conceptual awareness
The material is designed so that, if done in a single lesson, it contains a good balance of active and more calming, desk- based activities
IF you choose to split the material over three lessons, make sure that pupils write their names on any worksheets they use
Collect them in and keep them safely for the following lesson
Also bear in mind that pupils will need reminding of the song
and activities in the previous step, before progressing onto the step for that day Suggestions for doing this are included at the start of each step in the lesson plans
The phrase ff necessary in the lesson plans suggests that you
could skip this introductory part of a step if your pupils are
doing iwo consecutive steps in one lesson
Sometimes optional activities are suggested in the lesson plan These are indicated in brackets
The Follow-up activities suggested in the teacher's notes can either be done as part of the same lesson, or used as the basis of a separate extension lesson
Further guidance on how to set up any of the activities
suggested in the lesson plans is provided in the Resource bank
ip 13)
¢ Classroom management
While singing together is generally a pleasurable experience,
it can give rise to some particular classroom management issues Suggestions are given below for dealing with these: — Noise Pupils can get very enthusiastic with their singing If the class gets too noisy, try getting pupils to sing softly or ina
whisper on purpose This is fun and often solves the problem
Teaching a signal to Be quiet or Stop singing also helps — Movement Some of the songs feature actions which require
pupils to move around the classroom While they con perform
many of the actions at their desks, some songs will ask them to stand up or come to the front of the class Take care to organise these movements systematically Set clear rules from the outset that pupils must move calmly when doing these activities IF any activity starts to get out of hand, pupils can be
sent back to their desks immediately If the rules are respected,
allowing pupils to move while they sing will increase both
their enjoyment of the song and the learning benefits
— Embarrassment Some pupils may find singing aloud
embarrassing if they are not confident of their singing voices Itis up to the teacher to take the lead and show them that there is nothing to worry about Having the :ecording to sing
along to will also help everybody keep in tune
° Use of English and iT
We recommend that the lessons are taught in English as far as possible Suggested English phrasing is provided in the lesson
plans to facilitate this
However, there are also times when use of the mother tongue provides @ useful classroom management tool These may
include times when you want pupils to contribute their ideas
of opinions, especially when discussing an extension of a
fopic or simply as a quick check of understanding,
Use your judgement to decide when using the L] is
appropriate You could control this by teaching pupils to say
the phrase May Í speok (L1J# before this is allowed
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What activities does Primary Music
Box provide?
Primary Music Box provides a wealth of activities specifically
designed to meet the needs of young learners The main types of activities are as follows
° Warmers
These are included at the beginning of each lesson step They
are designed to motivate pupils and get them involved in that
stage of the lesson and also, in Steps 2 and 3, remind them of what has gone before
° Speaking activities
The teacher's notes in Primary Music Box include a variety of speaking activities These include pair dictations, quizzes, acting out and retelling stories, making up rhymes, doing surveys and completing information-gap activities A more detailed description of the individuel activities is included in the lesson plans and in the Resource bank
¢ Drama
Many lesson plans in Primary Music Box offer pupils an
opportunity to act things out When pupils are acting out
role-play, make sure pupils respect each other's turns and are
quiet, so that everyone can see and hear ° Games
Games are an extremely motivating way for pupils to learn
and practise new language Games in Primary Music Box
include guessing games, card games, word games and board games
TPR and mime
Total Physical Response (TPR) and mime improve
comprehension and memory by increasing pupils’ active
involvement in listening Many of the songs in Primary Music
Box have actions and movements for pupils to learn and do
as they sing the song These include movements that native
speakers will traditionally learn and do when singing these
songs at home or in the playground
Many of the worksheets contain an element of cutting out or construction These activities are very motivating for pupils
and help with their understanding of a topic
Make sure that pupils always have access to all the materials
they will need, as described in the teacher's notes (e.g
scissors, sticky tape, glue, pencils, paper or card) It is also useful to teach pupils the names of these objects and ‘craft’ verbs such as cut, stick or fold
12
Introduction
Where possible, make an example of the completed craft item to show pupils This will motivate them and also indicate ony areas where they may need extra help
Display pupils’ creations in the classroom if possible or
encourage them to take them home fo show their parents ° Listening activities
Each song in Primary Music Box provides a natural listening activity Pupils are encouraged to develop different listening
skills, including listening for general meaning or listening for
specific information, Each Worksheet | provides an active
task to engage pupils’ listening skills, such as: listen and draw, listen and order o sequence, listen and match, listen
and complete a sentence, etc © Reading activities
Reading activities are included from song 7 at Level 1 Pupils are exposed fo a wide variely of reading texts and activities These include simpler song-specific activities, such as read and match or gapfill, cs well as stories, information texts and instructions to follow
* Writing activities
Pupils are encouraged to start writing from the starr of Level
2 This is usually in the form of graded octivities, such as
completing o gap/ill or copying words and sentences into the appropriate place on the worksheet The Follow-up activities suggested include many ideas for freer writing activities » Cross-curricular activities
The content of some of the songs in Primary Music Box lends itself naturally to extension into cross-curricular topic work
Many of the second worksheets for each song are designed to exploit this Examples of topics covered include transport,
musical instruments, farm and wild animals, North America,
the water cycle, the environment, food and food hygiene, materials and people involved in a building project
© Christmas activities
Each level of Primary Music Box includes one song that can
Trang 12
Resource bank This Resource bank contains:
* ideas for exploiting songs generally
* background information for some of the songs and
activities in Primary Music Box
* instructions for some of the Follow-up activities suggested in the teacher's notes
Ideas for expl ig songs
There are many ways of exploiting songs, many of which are suggested in the specific notes for each song in Primary Music Box They are listed here for you to iry out on other songs with
your pupils
Repetition
Play the song as often as necessary, and sing songs again in subsequent lessons, if appropriate Repetition is one of the best
ways of learning and remembering Learning by rote has been
much criticised but it is recognised that repeated exposure fo vocabulary items is a vital aspect of learning, and singing
together is a valuable means of doing this in o fun way * Singing rounds
Many songs lend themselves to being sung in rounds, for
example, song 2.2 {Kookaburra} Divide the class into four groups Group | starts singing the song alone As Group 1
continues with the second line, Group 2 starts singing from the beginning As Group 1 continues with the third line,
Group 3 starts from the beginning And finally as Group 1
starts singing the last line, Group 4 starts singing from the beginning, The groups can stop after singing the song once,
or repeat the verse again Some beautiful harmonies can be
produced in this way
line 3
Group 1 sing | Line | line 2
Group 2 sing line 1 Line 2
Group 3 sing Line ]
* Fast/Slow/Funny
It is great fun to get the pupils to sing the song very quickly,
or very slowly, or in a funny voice, for example, very deep or very high They can also sing with particular emotions, such as happiness, sadness, anger or shyness This activity is best used when pupils are thoroughly familiar with the song and
its melody, and can concentrate on the special effect they are irying to achieve
° Cutting the music/volume
As pupils are singing along with the recording, pause the music suddenly to see if they sing the next word or phrase correctly Start the music again fo check
Alternatively, reduce the volume without stopping the music to
hear how the pupils sound and if they are following the song
properly This activity is fun because the pupils don‘t know when you will put them in the spotlight IF you turn the sound
down just before a word or phrase they know well, you will
find they proudly sing along with lots of enthusiasm ° Clapping
The rhythm of a song, and of the English language, can usefully be practised through clapping along An example of this can be found in song 1.7 {Bingo} Another advantage of
this activity is that it is kinaesthetic (i.e physical}, but pupils don't have to leave their seats to do it, Group 4 sing line 4 ‘ Line 3 s Line 4
Line 2 line 3 | line 4
line 1 line 2 line 3 - mm :
* Doing actions to the songs
Many of the songs in Primary Music Box feature traditional actions that are practised by native speakers as they sing the
songs themselves Actions can be invented for many of the
other songs, too Acting out songs is a marvellous technique Not only are the pupils totally involved in the activity, they are
also concentrating on the actions and forgetting they are in an
English lesson In this way, the words come naturally and are
remembered more profoundly
* Singing in groups
Where there are different roles, for example, Henry and Liza in song 3.10 (There's a hole in my bucket], parts of the song
can be sung by different pupils or groups Alternate lines can
be assigned to two halves of the class or different verses to the different groups and the chorus to everyone More confident pupils can be also assigned individual lines to sing as a solo,
Trang 13
Resource bank
© Using props
Pupils can demonstrate their understanding of the song by holding up a certain picture or item at the appropriate time as they listen This physical activity, involving both listening
and choosing, based on what they hear, strongly reinforces the learning process and can be exploited wherever a song includes strong visual images
¢ Adding new verses or adapting the song
Many of the songs in Primary Music Box are suitable for adding new verses or adapting to include information about people in the class For example, new musical instruments can
be added to song 1.5 (The music man], new body parts to song 2.1 (The Hokey Cokey}, different answers to song 2.6 (found a peanut] or new animals to song 2.8 (The animals
went in two by two} Suggestions are also made for songs
1.7 [Bingo}, 1.11 [Here we go round the mulberry bush),
2.7 (She'll be coming round the mountain}, 2.11 (Row, row,
row your beat] and 3.1 {In the Quartermasters store} This
should usually be done after the other activities in the lesson have been completed, and could be assigned to prepare as homework or done in a later lesson
© Recording your pupils
Allowing your pupils to hear themselves or see themselves
performing on film gives a tremendous boost to their enthusiasm
Ibis also 0 valuable teaching aid, as pupils will be able to gauge
their progress, as well as identify things they have to work on, in @ way they can’t when they are actually singing If appropriate,
the film can also be shown to friends and family
* Putting on a show
Pupils can be given the opportunity to show how well they
can sing in English by organising a show for the school or
parents during a special event, such as an open day This
can be a simple group recital of the songs they know, or an
elaborate acting out of stories, along with costumes, actions
and different pupils singing different lines
14
Background notes fo some of the songs
+ Song 2.8 (The animals went in two by two) Step I the
story of the Ark
In many cultures, there are stories of a great flood They relate where the water came from and what happened to the people and animals on the earth In the story of Noah's Ark, Noah is warned that there will be a flood and starts to build a large
boat, which can house lwo of each animal and himself and his family When the rain begins, they all enter the Ark and
stay there for 40 days and 40 nights The rest of the world is
destroyed but, eventually, dry land reappears and they are saved
© Song 2.12 (Oranges and lemons) Step 2 playground
game
Pupils stand in two lines facing each other Each pupil joins
hands with the pupil facing them and they all hold up their
arms to form a tunnel Everyone starts to sing the song, The
pair of pupils at the top of the line then walk down through the
tunnel and stand up again at the far end, rejoining the tunnel with their arms in the air This continues until the last two lines
of the song For these lines, pupils move their hands up and down as they sing, trapping the pupils walking through ond
letting them go The pupils caught in the trap when they sing
The last man’s dead are out of the game
© Song 2.12 (Oranges and lemons) Step 3 shopping dialogue
Shopkeeper: Hello, how can | help you? Customer: Id like some apples, please Shopkeeper: How many would you like?
Customer: Three, please
Shopkeeper: Here you are That's £1.20 please
Customer: Here you are
Shopkeeper: Thank you Bye
Follow-up activities
Each set of teacher's notes in Primary Music Box includes two additional Follow-up activities Further explanation of how to set up and exploit these activity types is giver here
* Bingo
(Songs: 1.1 Ten in the bed, 1.3 Hickory dickory dock) For numbers Bingo in Song 1.1 (Ten in the bed}, ask pupils to
choose four numbers from | to 10 and write them down on
«a piece of paper Read out the numbers in a jumbled order
When pupils hear ¢ number they have writien down, they cross it out The first pupil to cross out all four numbers calls
out Bingo!
Trang 14| E L- La [a L; L; L- Cs E ˆ : be IR Resource bank * Snap
(Songs: 1.2 The wheels on the bus, 1.12 There was a princess long ago, 3.10 There's « hole in my bucket]
Pupils work in pairs They deal out the cards equally Pupils
then take turns to place a card from their pack face up on fop of a central pile If the card they are placing matches the one already at the top of the pile, either pupil can call out Snap! The first player to call out Snap! wins the pile of cards on the
table The player who ends up with all the cards is the winner
* Pelmunism
(Songs: 1.2 The wheels on the bus, 1.3 Hickory dickory dock} This game can be played in pairs or groups of three or four Pupils need two sets of cards e.g a set of clock faces and a
set of equivalent clock times They shuffle the two sets of cards and lay them out in Wwo sections, face down on the table Pupils then take turns to try to find matching pairs One pupil
turns up a card from each section, If the cards match, he/ she keeps the pair and has another turn, If they don't, he/
she turns the cards face down again in the same position
and another pupil has a turn As the game goes on, pupils
will start to remember where certain cards are, and will find matching pairs by using their memory
© Doing a picture dictation
(Songs: 1.1 Ten in the bed, 1.4 Dingle, dangle scarecrow,
1.6 We wish you a Merry Christmas, 1.10 There was an old
lady}
The teacher can do the dictation for the pupils or pupils can
work in pairs One dictates/describes a picture for the other pupil to draw For example, the Christmas dictation for song 1.6 could be: There is a big Christmas tree ! can see four presents The presents are red, yellow, green and blue |
can see Father Christmas! If a pupil is describing an existing picture, their partner should not be able fo see it while they are drawing They can then compare pictures at the end ° Making a word snake
(Song: 1.7 Bingo}
Pupils use cutup letters to make a chain {or snake) of words, each of which begins with the last letter of the previous word These can be words from one particular lexical set (birdogiraffelephanturtlemu) or whatever words they have the letters to form (legardenoselephantrumpetrainight] If pupils work in two groups, the two groups can then try to find the words that are in the other’s word snake
- _—— _—@ (Song: 1.7 Bingo}
* Hangman
One pupil secretly chooses a word, checks the spelling with the teacher and then writes dashes on the board, one for
each letter in the word Other pupils take turns to guess what letters are in the word If o pupil guesses a letter correctly, all the examples of that letter must be filled in above the dashes if-a letter is not in the word, the pupil writes it at the bottom of the board, and draws one line of a hangman's scaffold or one part of the body hanging from it A typically completed scaffold would look like the diagram below This gives the class ten chances to guess the word If someone calls out the correct word before the scaffold is complete, they are the winner and can choose the next word If no one guesses
before the scaffold is complete, the original pupil is the
winner
BMWOLFENS
° Acting out or retelling a fairy tale or story
(Songs: 1.12 There was a princess long ago, 3.11 The Owl
and the Pussycat, 3.12 Waltzing Matilda}
Ask the class to choose a fairy tale or story they know well Start by telling a short version of the story together Write key words on the board For a simple acting out of the story, ask individual pupils to mime the characters in the story as you read it out again
For a more challenging activity, divide pupils into groups and
allocate each pupil in the group a role Allow pupils some
time fo come up with some dialogue for each role They write this down Help as necessary and give them time to practise Groups then perform their versions of the story in front of the
class
* Simon Says
(Songs: 2.1 The Hokey Cokey, 2.10 Michae! Finnegan}
This is an instructions game Call out instructions, using the format Simon says ffouch your toes} Pupils have to obey your instructions If you call out an instruction without saying Simon says first (e.g Touch your foesll, pupils shouldn't obey the
instruction and should stand still Any pupil who doesn’t follow
these rules is out of the game The winner is the last player
in the game Pupils can also play this game in pairs or small
groups In the Michael Finnegan version, the teacher calls out an instruction and pupils have to do the opposite e.g Simon says stand on your right leg {pupils stand on their left leg}
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eo
° Exploring the senses
(Song: 2.1 The Hokey Cokey|
Elicit of teach the sense verbs: | see with my eyes, | hear with my ears, | smell with my nose, Haste with my mouth, touch with my
hands Then do some simple activities in class for pupils to explore the senses Ask What can you see in the classroom? Pupils look
‘Ask pupils to shut their eyes and ask What can you hear? Make
sounds as necessary for pupils to guess With their eyes sfll shut you can ask pupils to smell or feel things and guess what they are e.g smell or feel a pencil You could also bring things to class for pupils to taste, but be aware of any food allergies Mcke a big
paper tongue, give pupils different things that are e.g sweet, salty,
bitter, sour, and get them fo draw pictures of the foods to stick on
the appropriate place on the tongue © Guess the ‘Twenty questions
(Songs: 1.8 Old Macdonald, 2.2 Kookaburra, 3.7 As! was going to St Ives]
This game can be played in pairs, small groups or the whole class and with any vocabulary set Here we suggest playing
it with 200 animals One pupil secretly chooses an animal The other has to guess by asking questions where the answer
can only be Yes or No For example, ts it big? Can it swim?
Has it got wo legs? Is it a reptile? They are allowed to ask da maximum of 20 questions If they guess the animal within these 20 questions, they score a point IF not, the pupil who
has chosen the animal scores a point
¢ Doing a project
(Songs: 2.3 This old man, 2.4 We've got the whole world
in our hands, 2.11 Row, row, row your boat, 3.3 On top of
spaghetti, 3.5 London Bridge is falling down, 3.6 The green grass grew all around}
Many of the songs in Primary Music Box lend themselves to followup projects These suggestions are based on the one on
how to look after pets, for Song 2.3 {This old man}
Pupils work in pairs or small groups They choose a pet they
have or would like to have Explain that they are going to find
out information first, and take notes, then choose some of the
information to write up and present
If they already own that pet, they can start by writing down
all the things they already know about looking after it
Then they write a list of questions to ask their parent, or
someone else who owns that pet e.g What does it eat?
Where does it sleep? Encourage pupils to look in the school
library for information about their chosen animal They can also search for information on the Internet When they
have the information they need, encourage them to choose
approximately six facts to write up These should include what
the animal eats and drinks, any special equipment needed, where it sleeps and possible problems with the animal Pupils
can illustrate their projects with photos or drawings of the
animals and the whole thing can be mounted and displayed
on the classroom wall
16
* Keeping a recycling diary
(Song: 2.4 We've got the whole world in our hands}
Pupils keep a record of the rubbish they recycle at home over
two days Prepare in class by showing pupils how to make a table, listing the days and the type of rubbish that can be recycled: Recycled (Saturday) (Sunday) cóc plastic paper glass clothes food metal
They take this home and record the number of each item that they put out for recycling IF they don’t recycle a particular type of item, they enter an x in the box They then bring the completed table back to class for discussion
© Putting on a talent show
(Song: 2.5 Do your ears hang low?}
Pupils work individually or in groups If in groups, each group
thinks of something they can do together e.g an exercise routine, touching their toes, singing a song, doing a dance, saying a poem, etc The groups then take turns to perform their talent to the rest of the class You could make the show
more special by making a ‘running order’ and being or
appointing & master of ceremonies to introduce each ‘act’ ° Making a poster
(Songs: 1.2 The wheels on the bus, 1.8 Old Macdonald had a farm, 1.9 If you're happy and you know it, 2.6 | found a
peanut, 2.8 The animals went in two by Iwo, 2.9 Jingle bells,
2.12 Oranges and lemons, 3.4 Land of the silver birch, 3.5 London Bridge is falling down, 3.9 When | first came to this
land}
Many of the songs in Primary Music Box lend themselves to the activity of making a class poster The one suggested below is for the food safety poster in song 2.6 {I found a peanut] Discuss some Dos and Don'ts of food hygiene with the class
e.g Wash your hands before eating Always wash or peal
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Resource bank
from the oor Keep food in a fridge Don’t leave food in the
sun, etc Pupils can then take some of these ideas to make a
food safety poster
Take a big piece of paper and draw a line to divide it into two = halves Label one of these Do ond the other Don 1
[- IR
lễ
E
Pupils draw pictures and write sentences to stick onto the
poster, They can work on these individually or in pairs oF small groups Make sure each pupil or group of pupils is working on a different picture When they have finished, add
their drawings to the poster paper in the correct column ¢ Writing a quiz
(Song: 2.7 She'll be coming round the mountain}
Pupils work in small groups They choose a country they are
interested in Explain that they are going to find out about their chosen country first and take notes Then they are going to write some questions about it for the rest of the class to answer They can start by writing down things they already know about their chosen country They then write a list of
questions or topic areas e.g food, clothes, they would like
to find out about They find out the answers by asking their
parents or other adults, by looking in books in the schoo! library and by researching on the Internet When they have
enough information, ask them to write five questions Swap the quizzes around, and ask the class to answer each other's ° Designing o luxury ark
{Song: 2.8 The animals went in two by two}
Pupils work in small groups Ask them to imagine what the Ark
from the song might look like inside Then ask them to imagine the Ark is o luxurious five-star hotel for the animals What kind of things might it contain? Encourage them to be as
imaginative as possible e.g swimming pool, restaurant, race
track for exercise, etc Then distribute paper and pencils and
ask pupils to design a luxury ark, using all their ideas Display
the finished results around the classroom:
* Doing research
(Songs: 2.12 Oranges and lemons, 3.5 London Bridge is
falling down, 3.8 The twelve days of Christmas, 3.9 When | first came to this land, 3.11 The Owl and the Pussycat}
Many of the songs lend themselves to pupils doing further
research on the topic For example, in song 2.12, pupils are
encouraged to find out what their street or town looked like
inthe old days It is always a good idea to prepare pupils
by getling them fo agree on a limited number of things to find out about and focusing their research on those areas Family members, neighbours, local libraries and information centres are the best source of information for this kind of
research You are also likely to find pictures by searching on
the internet If it's not possible to find pictures to bring to class,
arrange a class trip to the local library Or pupils can do sketches of the oldest buildings in their street, town or country
Information that pupils discover can then be put fogether as a
© Writing a questionnaire about the environment
class poster or project
(Song: 3.6 The green grass grew all around)
Pupils work together as a class Choose some simple ideas
about helping the environment to discuss with the class e.g
pollution, rubbish ond recycling and saving energy Ask
questions about each topic to get pupils thinking about how we are damaging the environment and what we can do to help Keep the questions as conceptually simple as possible
e.g What causes traffic pollution? (cars, planes, buses, etc.} What can we do fo cause less traffic pollution? (walk, cycle, use buses more than cars, ete] How much of our rubbish can
we recycle? What uses energy? (electricity, gas, fuel for cars, elc.} How can we save energy? (Turn lights off, turn electricity
off when not using it, wash clothes at lower temperatures, etc.) When you have discussed ideas with the class, tell them you
are going to make a questionnaire together to find out what their parents and friends are doing for the environment Elicit some questions from them and write them on the board e.g
Do you travel by car or by bus? When you go out of a room, do you switch the light off? How do you travel on holiday? Where do you go? What rubbish do you recycle? Limit the
questionnaire to about six to ten questions Pupils then copy the questions down and take the questionnaires home to ask their parents and neighbours
¢ Making Christmas truffles
(Song: 3.8 The twelve days of Christmas}
IF you have access to a kitchen, try making the Christmas
truffles recipe with your class You can either do this by
demonstrating making them yourself, and asking individual
pupils to help with certain tasks, or dividing the class into
groups 10 make them themselves Make sure you have all the ingredients and utensils you will need If you only have one
set of utensils, but still want pupils to work in groups, assign each group one task For example, group 1 measures out the ingredients, group 2 adds the ingredients to the bowl and stirs them together, group 3 shopes the ingredients into small balls, group 4 rolls the balls in chocolate strands and puts them into
cake cases
Trang 17numbers 1 10 bedroom furnilure personal possessions
propositions of place in, on,
in front of, between, next to, behind, under Step 1: 30 minutes Step 2: 20 minutes Step 3: 15 minutes GNF lyrics p.126 Step 1
Worksheet | for cach pait of pupils, sticky tape and scissors, colouring pencils,
a completed set of ten finger
puppets for yourself, large book
Step 2
Your own and pupils’
completed finger puppets
Step 3
Worksheet 2 for each pupil
plus 1 x A3 copy, colouring pencils
Class play numbers Bingo
{p.14]
Pupils draw their own bedroom or design their ideal bedroom
18
Ten in the bed
Step 1 Reviewing numbers 1-10 forwards and backwards, making finger puppets, listening to and acting out the song
Step 2 Learning and singing the song with actions, reviewing/learning prepositions of place Step 3 Reviewing/Learning items of bedroom furniture, picture dictation
Step 1
2
Put a set of finger puppets on your hands Say Look at my fingers and listen Count up to
ten, wiggling the correct number of fingers for each number you say
Say Now count with me Drill the numbers using the puppels
Put pupils into pairs Give each pair one copy of worksheet 1, scissors, sticky tape and
colouring pencils Say Where are the children? Establish that they're in a big bed Show
pupils how to cut out figures — five each — colour them, then stick them to make puppets
Pupil pairs wear five puppets each Call out different numbers In their pairs, pupils put up
the correct number of fingers
With your own puppets, demonstrate counting backwards from ten to zero and drill the sequence Say different numbers and say What comes next?
Using a large book as a bed, place your ten puppets tightly together on it with the litle one ‘squashed’ in the middle Establish that the little one can't ‘roll over’
Say But listen to this song Play the song Each time ‘one falls out’, knock one puppet off Continue until only the ‘little one’ is left and yawns Goodnight Repeat the song for pupils to act out with their own puppets
Step 2
2
if necessary, remind pupils of the song by saying Let's play Ten in the bed Get pupils to act it out with their puppets while they listen
Drill the first two verses Then get pupils to sing along while acting the song out with their puppets: Put your little puppet on the table and say Where's the little one? Elicit on the table Then draw an open box and chair on the board Stick the puppet in different places lo elicit/ teach the prepositions of place in, on, in front of, between, next to, behind, under As practice, give pupils instructions to place one or a number of their finger puppets in
different places e.g Put three children between two pencils / behind a book / under the chair / on your fingers, etc Pupils then practise in pairs
Step 3 1 2
Stick the A3 copy of worksheet 2 on the board Say What's this? Elicit/Teach a bedroom Drill the items round the picture armchair, bookcase, toy box, clock, computer, lamp, table,
mat, picture, radio
Put pupils info pairs Give each pair one copy of worksheet 2 Repeat the words in random order Get pupils to point to the relevant picture
Say Look Put the table next to the bed Draw a line on your A3 picture to show where to put the table Get pupils to come and draw lines as you give instructions for all the objects,
using different prepositions of place
Give each pupil worksheet 2 Give different instructions and make a note of them Pupils draw
lines in pencil on their worksheets
Pupils check their worksheets in pairs Help with mistakes
Trang 20LÍ The wheels on the bus Step 1 Learning the features of the bus, listening to and acting out the song |
ng obus Step 2 Learning the song and singing it with actions Do you go by .?, Yes Í do, Step 3 Class survey on types of transport used by pupils
1 Í -
No | don't Step 1
1 Drow a large bus outline on the board, showing the front and side Say What's this? {a
bug) Using flashcards of the six ‘features’ of the bus, elicit/teach wheels, wipers, money,
mums, dads and bell, Drill the wheels on the bus/the wipers on the bus, etc Stick the
đen 150 nïndec piclures on the bus in appropriate places
Step 2: 20 minutes 2 Say Now let's listen to a song about the bus Put your hand up when you hear the words
Step 3: 20 minutes Play the recording As the class identifies each feature, take the pictures off the bus and stick
them on the board in the order of the song
blcxp 188 3 Say listen The wheels on the bus go round and round Demonstrate as you are speaking
: by rolling your hands around each ether Say Now you do thai Continue down the lis of
actions until pupils are familiar with them all (see worksheet 3} {swish - move arms like LGW a a Step 1
Flashcardiel biwreup wipers; chink — clench and shake hand as if holding money; chatter - open and close fingers
pictures of bus ‘features’ from and thumb like a mouth; ssh — put finger in front of mouth; ding — press a bution.)
worksheet | 4 Say Now let's listen fo the song and do the actions As the song plays, point to the wheels,
Step 2 the wipers and so on, miming the actions Pupils copy
Flashcards of blown-up
pictures of features’ and Stee 2
‘actions’ from worksheet 1, 1 Ifnecessary, remove the ‘features’ pictures from the board Give each pupil worksheet 1, worksheet | for each pupil, to cut up themselves Pupils order the features as in the song, then match them to the
Ƒ scissors appropriate ‘action’ picture Monitor
= Step 3 2 Using the ‘actions’ flashcards, teach and drill phrases for the actions go round and round /
Worksheet 2 for each pupil go swish, swish, swish / goes chink, chink, chink, go chatter, chatter, chatter, go ssh, ssh,
plus 1 x A3 copy ssh, goes ding, ding, ding, etc
3 Check by using the ‘actions’ cards randomly and saying What do the mums do® (the mums oe STE on the bus go chatter, chatter, chatter, etc.) {IF time, pupils can use their own sets of cards to
Class play Snap or Pelmanism practise with each other}
with cutout cards from 4 Say Now let's sing the song and do the actions together
worksheet 1 {p.15}
Step 3
Pupils create posters of
different types of transport for 1 Elicit what the song was about (a bus} Draw a plane on the board and say What's this?
road, sea and air {p.16} Drill it’s @ plone Repeat with the other types of transport from worksheet 2 car, forry/truck,
boat, train, motorbike, bike, bus
2 Get pupils to come to the board and draw different vehicles The class guess what they are 3 Stick the A3 copy of worksheet 2 on the board Ask individual pupils Do you go by bike/
motorbike? etc Teach Yes | do / No | don’t Each time a pupil says Yes, write their name above ‘Me’ and put a tick in the appropriate column Give each pupil worksheet 2 Pupils
tick for themselves as appropriate in the ‘Me’ row
4 Divide pupils into groups of six to ten Say Now ask the people in your group the questions
Trang 21HH ỦÍ ÉI HH ĐH dị di HẠ dị di đi È ƯI ỨI ỨƯI ÚI ứI UI HD Ứ UI U ỨI ƯC UÍ U ƯJ ƯI UI ỨC Ui
The wheels on the bus 1
Trang 23Hickory dickory dock iy TƯ ghi hận Step 1 Learning/Reviewing clock hours, it's o'clock and What time is if, listening to the numbers 1-12 Ag o'clock, What time is it?, Ronee
What time do you 2,
1 gF o'clock Step 3 Class survey on asking and talking about daily routines daily routines _ Step 2 Making a clock face and mouse, asking for and telling the time, learning the song and singing it Step 1
1 Stick your blownup clock on the board Say What's this? {a clack} Move the hands to 1 o'clock Say What time is if? {It’s 1 o'clock) Repeat for 2 o'clock, etc up to 12 Drill each answer
2 Elicit/Teach What time is it, please? Get pupils to come out and ask you for the time Say different times ¢.g It’s 6 o'clock for each pupil to put the hands at the right time on the clock,
Step 1: 15 minutes
Step 2: 30 minutes 3 Set the clock at different times and get pupils to tell you the fime
Step 3: 30 minutes 4 Show the class your mouse Say What's this? Say Let's listen to a song about a mouse and “ sel
*? Sỹ aclock Play the first verse Move the mouse up the clock, tap it once on the clock face and lyrics p.127 say ‘bong’ for The clock struck one then move the mouse down the clock
5 Play the whole song, Pupils say the appropriate number of ‘bongs’ each time
Step |
A blown-up mouse from Step 2
worksheet T stuck to the top necessary, remind pupils of the mouse and the clock Give each pupil worksheet 1 Pupils
ofa pencil, a blownup ond colour the clock and hands, (stick them onto card} and cut them out Make centre holes
using @ hole punch or pencil Attach hands using brass pins Pupils colour in, cut out and
stick the mouse fo the end of a pencil
completed clock face with hands from worksheet |
Step 2 Ha - 8 x
WoIShEBirI lồi'<öth gi, 2 Pupils work in pairs, using their clocks to ask What time is if, please? and adjusting their [1 x Ad sheet of card for clocks each time, according to their partner's answers
each pupil, glue), scissors, Use your blown-up clock and mouse fo remind pupils of the words of the song Say Now
colouring pencils, brass pins fet’s sing the whole song Pupils sing along, moving the clock hands to the right time for for attaching the clock hands each verse or ‘bonging’ the mouse on the clock face as appropriate
lo the face, o hole punch,
slicky tape Step 3
1 Putthe hands of the blown-up clock to 6 o'clock Say What time is it? Mime ‘waking up’
Worksheet 2 for each pupil and ‘getting out of bed’, Say Listen | get up at 6 o'clock Repeat with different times for
plus | x A3 copy, a blown-up have breakfast / go to schoo! / have lunch / go home / play on the computer / have
clock dinner / go to bed? Drill
2 Give each pupil worksheet 2 and stick the A3 copy on the board Using the picture at the top, drill What time do you get up? Get pupil to ask you the question Answer | gel up at 6 o'clock Draw the clock hands at 6 o'clock in the ‘Me’ column Continue down the worksheet until all the questions and answers have been established and drilled and the
Step 3
Pupils make a picture
timetable of their activities at
different times of day ‘Me’ column completed
Clasepleaprive BingØ Eể 3 Soy Now fil in the ‘Me’ column for you Check pupils are filling in information about
Pelmanism with sets of clock themselves
faces and times (p.14, 15) 4 Write c pupil’s name at the top of the second column Ask him/her What time do you get
up? What fime do you have breakfast? and fill in the clocks oppropriolely
5 Pupils work in groups of four or in a whole class mingle Say Ask three people about their
day Pupils ask each other questions to complete their sheet
Trang 24Primary Music Box © Cambridge University Press 2010 Eee 25
Colour and make the clock and the mouse Sing the song
Trang 25© - Hickory dickory dock 2
Trang 26wn Ta a Fd ] i] hi 1111 rt = 14 ] LỘ ] = ] rt ry dl E F Dingle dangle scarecrow things on a farm parts of the body Step 1: 20 minutes Step 2: 35 minutes Step 3: 15 minutes (COMES lyrics p.127 Step 1 1 x A3 picture of a farm, flashcards of blown-up pictures from worksheet 1, a completed scarecrow made from worksheet 2, worksheet 1 for each pupil, scissors Step 2
A completed scarecrow,
worksheet 2 for each pupil, flashcards from worksheet 1, scissors, colouring pencils, a pencil or hole punch for making holes, brass pins for each pupil, sticky tape, pencils Step 3 Colouring pencils, paper for pupils’ pictures
Class sing the song about
other parts of the body {p.14]
Class categorise pictures
of the town and country and compare them: fields/ buildings; clean/dirly; quiel/ noisy, etc
Step 1 Learning farm vocabulary, listening to and acting out the song Step 2 Making a scarecrow, learning the song and singing it
Step 3 Countryside picture dictation
Step 1
1 Stick the picture of a farm to the board Say What is if? {a farm) Say What can you see on
a farm? Accept any animal words, as well as tractor, farmer, field, free, river, elc
2 Show pupils the ‘sun’ card from worksheet 1 Say What is if? (lt’s the sun.) Drill if necessary Do the same with the ‘moon’, ‘cows’, ‘hat’, ‘hens’ and ‘cloud’ cards
3 Say Now it's nighttime, and hide the sun slowly behind the farm picture Say What's the sun doing? Close your eyes and mime {It's sleeping.) Say Where do we sleep? (in bed} Say Yes The sun’s in bed Elicit the fact that the cows and hens are also sleeping 4 Liftthe moon and cloud cards up above the farm picture ond say Where's the moon?
(behind ø cloud}
5 Finally reveal the ‘scarecrow’ card and say This is a scarecrow! He stands in the fields
fo scare away the birds liggle the big completed scarecrow cround Say What's this scarecrow doing? Is he sleeping? (No.) Whats he wearing on his head? (A hat! A Hippy- floppy hati) 1s he eating? [No.} 1s he dancing? (Yes - he’s shaking his arms and legs.} 6 Give each pupil worksheet I and some scissors Say Cut out the cards carefully
7 Now say Let's listen to the song When you hear the words, hold your cards up Shake the scarecrow’s arms and legs Demonstrate with verse | of the song and the ‘cows’, ‘sun’, ‘hat’
and ‘scarecrow’ cards Play the whole song for pupils to hold up the correct cards Step 2
Show pupils the completed scarecrow Say lef’s make a Dingle dangle scarecrow! 2 Give each pupil worksheet 2 Pupils colour in the scarecrow’s head and body, arms, legs
and hat, and cut them out
3B Using a hole punch or pencil make holes in the scarecrow Help pupils attach the arms, legs
and hat with brass pins
4 Attach pencils to the back of the scarecrows with sticky tape
5 Teach pupils the chorus of the song /'m a dingle, dangle scarecrow, etc Get them lo move the scarecrow as though he is singing the song
6 Use the flashcards from worksheet | to remind pupils of the words in the two verses Stick them on the board Play the song once to help pupils learn the words Finally, get the class to stand up and sing the whole song, while acting it out [IF you feel the verses are loo much to learn, pupils could simply de the actions and just sing the chorus.)
Step 3
1 Do a countryside picture dictation (p.15) Give each pupil a piece of paper and dictate instructions e.g Draw a farmhouse with four windows Draw some trees Drow some hens sleeping Draw a big moon in the sky, etc
2 Remind pupils of other ‘farm’ words for them to add to their pictures
3 Pupils compare their pictures, colour them and stick them on the wall Ask questions about them e.g How many hens are there? What is the cow doing?
Trang 28|
Dingle dangle scarecrow 2
Trang 29The music man
s a Step 1 Learning the names of musical instruments and related actions, listening to the song musical instruments Step 2 ‘Joining the dots’ to make instruments, learning the song and singing it with actions 3E uoŠ z í A eae 7
Con you/he/she 2,
cạn Step 3 Learning about the way that different instrument ‘families’ are played
Step 1
1 Stick flashcards of the piano, violin, big bass drum, saxophone and triangle from worksheet 1 onto your jacket oF shirt Say fam the music woman/man! Drill with the whole class What
can you play? Get a pupil fo point to one of the pictures e.g the violin, and say What can
a \ yo te mines you play? Mime playing the violin and say #can play the violin Pupils mime and repent
Step 3: 25 minutes
Repeal with the other instruments
2 Mime an instrument and say What can | play? Pupils guess
xn yến Hy 3 Say Now, who can mime? Pupils mime individually Soy What can he/she play? The other
pupils put their hands up to guess Correct pronunciation
Step 1 4 Say Now listen to this song When you hear an instrument, do a mime! After the song, get
Flashcards of blown-up pupils lo come to the board and stick the instruments in the order of the song
pictures of completed Key piono, violin, bass drum, saxophone, triangle instruments from worksheet 1 Step 2
woikiiear Lloneadh pupil 1 Give each pupil worksheet 1 Say Join the dots to find the instruments Monitor
plus 1x A copy completed, 2 Use the A3 copy of worksheet 1 to check, by eliciting the names Get pupils to number the {colouring pencils} order of the instruments in the song, playing it if necessary Check
Key 1 piano, 2 violin, 3 bass drum, 4 saxophone, 5 triangle Step 2 PP PP i a a Senne Step 3
Worksheet 2 for each 3 Say How does the music man say the instruments in the song? Play the recording again pupil plus 1 x A3 copy, and teach/elicit the pia — pia — piano, piano, piano; the vio — vio - violin, violin, violin;
magazine pictures of musical boom, boom, the big bass drum, the big bass drum, the big bass drum; the soxo - saxo -
instruments, glue, scissors saxophone, saxophone, saxophore, ting, ting, ting, the triangle, doing the actions at the
: same time
XP HP” E8 4 Estoblish the Íormat of the song with the music mạn ïnlroducing himself and his instruments Pupils mime different Jam the music man, | come from down your way / {can play the and someone asking
insiruments and the class the question What can you play?
gasssanatihey are 5 Soy Now let’ sing the song and do the actions! Play the recording, with you asking What
Class add new instruments to can you play? each time In confident classes, small groups of pupils can take an instrument 4
the song and create mimes fo each
gow them [p14 6 [lftime, pupils con colour the instrumenis on worksheet 1.} t=
Step 3 E
1 Give each pupil a copy of worksheet 2 Sick the A3 copy of worksheet 2 on the board oe,
Say Look at the pictures Who's playing the piano? Establish which silhouette is playing the piano Repeat for the violin, saxophone and bass drum For each one, establish how the
instrument is played
2 Say Can you find another instrument that you play like the piano? {keyboard} Get pupils to draw [ines until all the instruments in the centre of the worksheel have been linked with their
‘player’ Monitor
Key piano ~ c; drum —b, fi; saxophone ~ d, e; violin ~ a, g, h (The violin and double bass have strings and can be plucked or played with a bow The harp and guitar are plucked with the fingers only}
3> Give pupils appropriate magazine pictures to cut out and stick in the columns next to the silhouettes or get them to draw in instruments of their own
& Ask pupils Con you play the piano / soxophone, etc and leach Yes ! can / No Í con”:
Trang 30
The music man 1 — — ®
Trang 32HEME EERMHB BỊ | ¬ t Ce el Ẳ We wish you a Merry Christmas features and customs of a traditional Christmas Step 1: 15 minutes Step 2: 25 minutes Step 3: 30 minutes CRA Lyrics p.128 Step 2
Worksheet } for each pair of pupils, cut in half
Step 3
Worksheet 2 for each pupil,
scissors, card, glue, string or
thread, colouring pencils
Do a picture dictation based ona Christmas scene (p.15} Pupils draw a picture of food
they enjoy eating on a special
day
Step 1 Reviewing/Learning Christmas lexis and learning and singing the song Step 2 ‘Spot the difference’ activity practising ‘Christmas’ lexis, singing the song Step 3 Making Christmas decorations
Step 1
1 Say What days are special? Elicit any public holidays, birthdays and religious days
2 Say What do we do on these days? Elicil/Teach have parties, give presents, visit family, eat
special food, sing, dance, etc
3 Write 25% December on the board Say What special day is this? (Christmas Day] Repeat for
18 January (New Year's Day] Say that a long time ago in Britain at Christmas, people walked to their friends’ houses, singing It was cold and people gave them nice things to eat and drink 4 Say let's listen to a song that people sing af Christmas What do they say to their friends?
Pupils listen to the first verse Elicit We wish you a Merry Christmas and a Happy New Year (good tidings = good news; kin = family} Teach and practise the words and get pupils to
hold their arms wide in friendship
5 Pupils listen to verse 2 for what the singers want (some figgy (fruit) pudding and a cup of
good cheer {happiness} Get them fo hold their hands out for food, Play verse 3 Say What
are the people saying? (We won't go until we gel some, so bring some out here] Get them to fold their arms and stamp their feet
© Play the whole song for pupils to sing the first and last verse and do actions lo all the verses
Step 2
1 If necessary, remind pupils of the song We wish you a Merry Christmas
2 Put pupils into pairs Give each pair one copy of worksheet 1, Picture A Elicit/Teach
present, Christmas tree, snowman, Chrislmas pudding, holly, cracker, bell, star, snowing,
Father Christmas, curtain, window, garden, lorry, rocket Practise/Check the lexis and concepts with questions like Where are the presents? (under the Christmas tree], Who brings the presents? (Father Christmas}, What's on the Christmas tree? (a star, bells} 3 Give each pair of pupils one copy of worksheet 1, Picture B Say Look in picture A there
are crackers on the fable but in picture B there are no crackers on the table The pictures are
different, Can you find nine more different things? In pairs, pupils compare pictures Elicit
the other nine differences
Key 1A/8 There are crackers / no crackers on the table; 2A/B The snowman's got /
hasn't got a hat on; 3A/B The Christmas pudding has / hasn't got holly on il; 4A/B Father
Christmas is / isn’t eating Christmas pudding; 5A/B Two children are / One boy is opening
presents; 6A/B The boy’s got a lorry and a rocket / a lorry; 7A/B There's a star / no star
on the Christmas tree; 8A/B There are 9 / 12 bells on the tree; 9A/B The curtains are long
/ short; 10A/B It’s snowing / not snowing in the garden 4 (iftime, play and sing the song again.}
Step 3
1 Say Let's make some Christmas decorations
2 Give each pupil worksheet 2 Elicit the words present, Christmas pudding, snowman, bell,
cracker, stor Help the class fo stick the worksheet on card and colour, cut out and put string
or thread through the decorations
3 Hang the decorations around the room or let pupils take them home
Trang 33@ - - _ We wish you a Merry Christmas 1
Trang 35
tt 2 ° Step 1 Reviewing/Learning the pronunciation and written form of the alphabet, listening to the alphabet, spelling verse 1 of the song
Step 2 Playing spelling Bingo, learning the song and singing it
Step 3 Playing spelling games
tỳ“ Đã Step 1
Step 1: 20 minutes 1 Say Who knows the alphabet? Pupils come to the board in teams Give each team a board
Step 2: 30 minutes pen Each team member writes one letter of the alphabet, then the pen passes round the
Step 3: 25 minutes team until it is complete Compare and correct Establish a clear version for pupils to copy ~ : : :
into their books Drill
(HEM Lyrics p.129 2 Hold up the Hashcards Say Let's listen to a song about this farmer and his dog Say What's ¬ the dog's name? Accept any answers Play verse | of the song and elicit Bingo
lep
Flashcards of blown-up 3
pictures of the farmer and his
dog from worksheet 2 4 (Iftime, play Hangman {p.15})
Say How do you spell Bingo? Pupils spell aloud Say Who can spell their name? Pupils
come to the board to write their names and spell them aloud
Step 2 Step 2
Worksheet 1 copied enough 5 x ‘
Nimes for eoch att ni 1 Say Whats the farmer5 dog's nome? |Bingo] Say Now let’s play a game called Bingo
to have one ‘Bingo card’ 2 Copy a ‘bingo card’ onto the board Without saying the word itself, spell one of the words Step 3 and cross it off to demonstrate Continue with the other words Say When all the words
Worksheet 2 for each pupil
to cut up, scissors, {worksheet 3 Put pupils into pairs Give each pair one ‘bingo card’ from worksheet 1 Using this word list,
have a cross, say Bingo!
2 for each pupil to keep as spell words at random, crossing them off as you do so Do not say the word itself, just the
arecord}, (1 x A3 copy of letters When a pair say Bingo!, they are the winners
worksheet 2 for the classroom alphabet, apple, boy, bus, car, cat, dog, doll, egg, elephant, fish, giraffe, girl, hen, house,
wall) insect, jackel, kite, leg, monkey, mouse, nose, number, orange, pencil, pofato, queen, radio,
robot, sun, tennis, train, umbrella, violin, watch, window, xylophone, yellow, yoyo, zebra, z00
4 Ask the winners to say the words on their card to check Check meanings, if appropriate
Class make up new fiveletter Say Now let's sing the song together Replace B,|,N,G and O with claps as shown in the
names for the dog and sing lyrics
the song using them [p.14} soniye Closs make a word snake Step:3
around the room with their 1 Give each pupil worksheet 2 Say What word begins with ‘0’? [apple} What word begins
cut-out letters (p 15) with ‘n’? {nose} Do the same for other letters at random
2 Say Cut up all the letters and mix them up Pupils do this Say Now put the letters in order as fast as you can a, b,c Pupils race to put the letters in alphabetical order
3 Say Now let's spell some words with our letters Say Spell ‘zebra’ Pairs of pupils spell it
with their letters Dictate other words from worksheet 2 Make the exercise more difficult by choosing words from any of the bingo cards from worksheet 1 Get pupils to write them on the board te check
4 In pairs pupils say words for each other to spell using their two sets of letters
Trang 36= Bingo 1 ; - @ bẻ 3 Play Bingo g ĐỂ-Hemremsyremmrmmmmrermrrmmmm ẤƑ⁄Trrrrrrrrereerez=Trrerrrrrrg 1 2 : a | fish girl kite ì cat kite zebra! 3 ' ' ' a | train number watch + radio orange robot! 3, ' : = | leg nose giraffe ; car leg watch ! a a es re yo -} -} - 4 3s 613 ¡4 i
_ 4 bus nose dog ' robot doll alphabet ;
: hen kite window nose zebra pencil
3! watch umbrella doli ; apple queen zoo
ee ee lểeeeemltrrrrrrrrererrrre :
3! pencil girl watch! doll girl egg
3 tennis zebra train : giraffe elephant robot
5 sun doll potato ' insect kite pencil
s errrrrrrrrrrreserrree a ee ee :
train window robot ' watch jacket girl
= egg tennis apple ‘ house hen bus
— watch xulophone yoyo ' — yoyo doll yellow !
Fire ceeesnee — relosire— caciri=iet crdarertie = mentee "m- ` 4
35.9 10 i
— ¡ bou mouse nose | number violin eqg i
3 pencil bus robot hen bus cat
Trang 38: lì we Í TT TÌ Tỉ Hi Từ Từ Hà lí LH lÍ Tà Tà h Tà HhịM Tà Tà l TÍ tà TÚ 1 1 Ú 1Í TÌ Ú Old Macdonald had a farm farm animals animal sounds animal products Step 1: 20 minutes Step 2: 20 minutes Step 3: 25 minutes (OME Lycics p.129 Step | 1x A3 copy of Old
Macdonald and the dog from the bottom of worksheet 1, flashcards of blown-up copies of all the animals in worksheet 1, recording on CD {alter song} of animal noises Step 2 Worksheet | for each pupil Step 3 Producis / pictures of products from farm animals e.g, woollen scarf, leather
belt, watchstrap, wallet,
purse, bag, or food products
(avoid those in worksheet 2}, worksheet 2 for each pupil plus 1 x A3 copy, {supermarket magazines, wall-chart size card, scissors,
glue}
Class play Guess the animal
with animals from worksheet 1
(p.16}
Class make @ poster ranking farin animals from smallest to largest, adding new animals f appropriate [p 16} Step | Reviewing/Learning the names of animals and the sounds they make, listening to the song
Step 2 Matching pictures of animals and their sounds, spelling and writing anima! names,
learning the song and singing it with actions Step 3 Making œ chart showing whol animals give us
Step 1
1 Hold up the A3 copy of Old Macdonald and the dog Say What's he? (a farmer) Drill his name Say What animals five on Old Macdonald's farm? Accept all suggestions When
pupils mention one of cow, duck, sheep, pig, horse, cat stick the flashcard of that animal on
the board Elicit/Teach all the animals and drill
2 Say Listen fo this song, Play verse 1 Say What animal has Old Macdonald got on his farm? {ơ cow) Put the cow on the left of the board Repeat for all verses Get pupils to order the
animal pictures on the board according to the order in the song Key cow, duck, sheep, pig, [cow]
3 Using the onimal noise after the song recording, say What animal makes this noise? {moo
moo ~ a cow} Do the same with the other animals, Key cow - moo, moo, sheep - baa, cat
~ miaow, duck — quack, quack; horse - neigh; pig - oink, oink
Check by saying an animal name and getting the pupils to make the noise or vice versa
4 Play the song again, stopping before each animal noise for pupils to make the noise:
Step 2
1 Give each pupil worksheet 1 Say The cow goes moo moo Can you see the line? Now you draw lines for the animals Pupils do this and compare Check
Key see 3 in Step |
2 Write the name of an animal on the board with the letters jumbled e.g atc Say What's this animal? {caf} Pupils label the ‘cat’ picture on worksheet 1 Write the other jumbled names on the board, Put pupils into pairs to order letters and find the words Establish correct spellings on the board Pupils copy onto worksheet 1
3 Say Let's sing Old Macdonald had a form! Drill verse 1 and perform the following actions:
(with a moo moo here / here a moo — point to somewhere near you; and a moo moo there — point to far away; everywhere a moo moo — open your arms to indicate everywhere.} Play the whole song, with pupils following the order of the first four animals on the worksheet, making the noises and doing the actions {If time, sing two more verses with horse and cat}
Step 3
1 Hold up your objects or pictures of animal products For each one say What animal does this come from? and elicit the names of the animals
2 Give each pupil worksheet 2 Say What comes from a sheep? Using the 3 copy of
worksheet 2, point out the woolly hats next to the sheep Repeat with cow and show the carton of milk Show pupils the objects and words round worksheet ? Say Draw these things next fo the animals they come from Monitor and check
Key sheep — hats, mect, cheese, jumpers, rugs; cow — milk, shoes, meat, cheese, butter; hen — eggs, feathers, meat
3 Say Do you have anything that comes from an animal? Pupils show and name any woollen
or leather items Say Can you think of any other things? Draw them on the board with their names for pupils lo add to their diagrams
{IF time, use magazine pictures of animal products fo make a large class poster}
Trang 39
đ ơ Old Macdonald had a farm 1